Paraeducator 3 (Behavioral)

Classified Employee's Salary Range: A-32 This is a continuous recruitment. Interested applicants are encouraged to apply immediately. This recruitment is to maintain a six (6) month eligibility list for current vacancies and substitute opportunities. Positions are typically 4- 6 hours per day, Monday - Friday, during the regular school year. BASIC FUNCTION Under the general supervision of the Behavior Intervention Specialist, the Paraeducator 3 will provide intensive behavior intervention services and instructional support for students with exceptional needs as specified on the student’s Individualized Educational Program (IEP), behavior plan, or health plan. Services and support will be provided at the school. DISTINGUISHING CHARACTERISTICS AMONG RELATED CLASSES The Paraeducator 1 is the entry-level position of the Special Education job family All duties performed by a Paraeducator 1 may also be performed by a Paraeducator 2 and Paraeducator 3 The Paraeducator 1 will primarily provide non-intrusive medical health assistance, whereas a Paraeducator 2 may primarily provide intrusive medical assistance The Paraeducator 1 may provide emergency specialized medical support and intervention, whereas a Paraeducator 2 may provide daily ongoing specialized medical support The Paraeducator 1 may occasionally provide basic behavioral support, prompting, or guidance, whereas a Paraeducator 3 may provide regular ongoing behavioral monitoring, data collection, assessment, and intervention MINIMUM QUALIFICATIONS EDUCATION Must have a high school diploma or its recognized equivalent and ONE of the following: Completed 48 units at an institution of higher learning OR Obtained an Associate’s (or higher) degree OR Obtain a passing score on the District's Instructional Assistance (ESSA) written examination ADDITIONAL REQUIREMENTS/INFORMATION Valid First Aid and CPR certification must be obtained within 60 calendar days of start date and maintained. Experience caring for the needs of individuals or groups with behavioral/social-emotional deficits is highly desirable. Note: The statements listed below are intended to describe the general nature and level of work being performed by employees in this position, and are not to be interpreted as an exhaustive list of responsibilities and qualifications required of personnel so classified. Reasonable accommodations will be made so that qualified employees can perform the essential functions of the job. REPRESENTATIVE DUTIES Provides intensive behavior intervention services to designated students with exceptional needs in a variety of settings, including but not limited to, the classroom, home and community under the supervision and direction of the Behavior Intervention Specialist Assists in managing behavior of children through use of a variety of reinforcement techniques Assists in monitoring the safety of students in various educational settings Follows implementation plan for intensive behavioral intervention services Provides guidance to children with severe handicaps to reinforce more acceptable social behaviors Provides assistance for the students with personal hygiene, self-reliance, and behavior modification Provides information to assist instructional personnel in developing or modification of behavior intervention including, but not limited to, individual and/or site-based behavior support plans involving behavior modification, reinforcement procedures, and Nonviolent Crises Intervention® (NCPI) strategies Provides input to instructional personnel for the purpose of behavior intervention, including but not limited to, strategies and learning materials for behavior modification plans Records student progress including, but not limited to, data collection in a manner designated by the Behavior Intervention Specialist (BIS) Provides assistance for the preparation of charts, records, graphs, or other displays of student performance data Provides assistance for the instruction of students on an individual or groups basis to reinforce academics and/or behavioral skills Tutors students individually or in small groups to reinforce learning, in accordance with the Individualized Education Program (IEP) Provides assistance to the students in proper usage of computer applications and related assistive technology Provides assistance for the scheduling of activities Attends trainings, workshops, and staff development meetings as required Work with students with special needs in all educational settings individually and/or in groups to provide instructional support (academic and functional) in, but not limited to, cognitive, gross/fine motor and adaptive behavior skills, vocational skills, social and leisure skills, and physical development and fitness, according to state standards, classroom objectives, and the Individualized Education Program (IEP) Lift/transfer students in and out of holding or locomotive devices, which can include on and off the bus, on and off the toilet, in and out of a wheelchair, in and out of a stander, push locomotive devices, and/or assist students with necessary physical aid appliances when trained by appropriate staff Accompany or assist students to and from, and/or on the school bus and/or other forms of transportation (such as public transit and taxis) including moving to and from activities on the school site and in off-campus and community settings Provide ongoing basic or emergency medical assistance to students as needed using appropriate equipment; including, but not limited to, first aid, CPR, and emergency injections or suppositories Assist students with basic personal hygiene; hand washing, eating, toileting (including diapering) and other basic personal care needs Assist in monitoring the safety of students in various educational settings, including assisting in basic emergency procedures Assist teacher in the implementation of students’ Individualized Education Plans (IEPs), emergency health care plans, and classroom/individual behavioral plans Assist in the physical material preparation, instructional delivery accommodation, instructional modification, and implementation of lesson plans/instructional materials as directed by the teacher Assist students in using computer applications and related assistive technology Assist in monitoring of students’ behavior, skills, and abilities, using basic note taking and data entry Communicate student progress to teachers and designated service providers through logs and other data collection methods Complete reports and records, such as accident and incident reports as needed Perform routine sanitation duties to ensure a clean environment by cleaning dishes, tables, toys, therapy equipment, and other commonly used materials Assist with cleaning personal equipment, such as glasses, hearing aids, orthopedic devices, etc. Attend trainings, workshops, and staff development meetings as required Perform related duties as assigned JOB REQUIREMENTS KNOWLEDGE Child development principles and practices related to students with exceptional needs, especially with autism spectrum disorder and/or with behavioral, social-emotional deficits. Intensive Behavioral modification techniques and procedures. Child development principles and practices related to students with exceptional needs, especially with autism spectrum disorder and/or with behavioral, social-emotional deficits. Intensive Behavioral modification techniques and procedures. Oral and written communication skills; correct English usage, vocabulary, spelling, punctuation, and grammar. Basic instructional techniques and methods Basic principles and practices of child development and child guidance Basic child development as it relates to students with significant disabilities State standards specific to grade level(s) assigned Pertinent Federal, State and local laws, codes and regulations Basic mathematics Basic computer application practices (e.g., data entry) Basic assistive technology Health-related Standard Precautions Basic health and safety regulations (including First Aid and CPR procedures) Basic emergency procedures as they relate to obtaining professional medical and safety assistance Personal hygiene practices General needs, behavior, physical limitations, special needs and emotional problems of students who may require personal or health care Basic behavior management techniques Methods and techniques of lifting and moving children with physical limitations Health and safety and basic first aid techniques, including CPR Child guidance principles and practices as they relate to children with physical limitations Safe practices in school and playground settings CORE COMPETENCIES Cultural Proficiency – Modeling communications and interactions that respect and include all individuals and their languages, abilities, religions and cultures Customer Focus – Attending to the needs and expectation of customers General Physical Ability – Using strength, endurance, flexibility, balance, and coordination Handling Conflict – Managing interpersonally strained situations Mathematical Facility – Performing computations and solving mathematical problems Oral Communication – Engaging effectively in dialogue Professional & Technical Expertise – Applying technical subject matter to the job Reading Comprehension – Understanding and using written information Self-Management – Showing personal organization, self-discipline, and dependability Teamwork – Collaborating with others to achieve shared goals Writing – Communicating effectively in writing SUPERVISION General supervision is received from a certificated site administrator. No supervision is exercised. WORKING CONDITIONS ENVIRONMENT May require sitting, stooping, crouching, standing, bending, climbing, squatting, kneeling, crawling, pulling, pushing, and walking to work with assigned students. Must have hand and finger dexterity to operate office equipment, learning aid, and instructional materials. May lift or move a student weighing up to fifty (50) pounds alone. PHYSICAL DEMANDS Other physical demands include running, reacting, and moving quickly; safely cleaning up body fluids and the ability to apply Crisis Prevention Institute (CPI) restraint techniques. HAZARDS Exposure to contact with blood and other bodily fluids. May be required to work with harsh and toxic substances, such as bleach. THE APPLICATION PROCESS To be considered for an employment opportunity with the Santa Monica-Malibu Unified School District, it is necessary for you to complete an official District Application and Supplemental Questions. Resumes will not be accepted in lieu of an application. The application is part of the examination process and is part of your total evaluation of qualifications for employment. THE EXAMINATION PROCESS For those candidates who meet the minimum qualifications, the examination process will consist of any one or more of the following: Training and Experience Evaluation, Written Test, Performance Test, and/or Structured Interview. Additional information pertaining to the examination process will be emailed to those candidates who meet the minimum qualifications. EXAMINATION PROTESTS Protest of any part of the examination process must be in writing and received in the office of the Director of Classified Personnel no later than five (5) working days from the date you were notified of examination results. All notifications are sent electronically via email. Any protest must include rationale to support the protest and must be based on illegal discrimination, abuse of discretion, or procedure/process error. We are not responsible for any incoming mail that is lost or misdirected after it has been entrusted to the US Postal Service. ACCOMMODATION FOR DISABLED If you have a disability that may require an accommodation in any of these examination procedures, please notify the Personnel Commission in writing at the time you submit your application. ESTABLISHMENT OF ELIGIBILITY LIST This examination process shall be open to all qualified applicants and shall result in one integrated eligibility list. All eligibility lists shall be established in accordance with Personnel Commission rules and shall be established for a period one (1) year, unless otherwise noted, or until there are fewer than three (3) ranks of eligible candidates who are available. Candidates are placed on the eligibility list in rank order according to their final examination score. Final examination scores will not change, but ranking may change as other candidates are added or removed from the list. ADVANCED STEP PLACEMENT Generally, new employees start at the first step on the appointed salary schedule. When filling a permanent vacancy, a new employee may request a higher salary placement based on having training and experience that greatly exceeds the minimum qualifications. An employee may submit a formal request for advanced step consideration on or after the first day of employment. Education transcripts, training certificates, and additional references may be requested for verification purposes. HOW YOU WILL HEAR FROM US All correspondence and notifications regarding this recruitment will be sent to the email address you provide. It is your responsibility to review, follow instructions, and respond to information in a timely manner; as if it was a function of your job. The provisions of this announcement do not constitute an expressed or implied contract, and any provisions contained in this announcement may be modified or revoked without notice. CLASSIFICATION ESTABLISHED June, 1977 REVISED August, 1981 June 13, 1994 February 21, 2006 September 19, 2006 September 2, 2008 December 10, 2013 March 10, 2015 April 14, 2015 June 15, 2022 #J-18808-Ljbffr Santa Monica-Malibu Unified School District